Students^ learning obstacles in understanding of fraction concept during online learning Mimi Hariyani(a*), Tatang Herman(b), Didi Suryadi(b), Sufyani Prabawanto(b*), and Herawati (a)
a) Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*hariyanimimi[at]upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229,, Bandung 40154, Indonesia
*sufyani[at]upi.edu
Abstract
This study was conduct to describe students^ learning obstacles in understanding of fraction concept in elementary schools during online learning. The subject were 18 students of fifth-grade students of elementary schools in Bandung and Pekanbaru. To collect the data, this study used tests, interviews, and curriculum document. The data was analyzed by reducing, presenting and making conclusions. The results show that students face three kinds of learning obstacles, namely ontogenic, epistemological, and didactical obstacles. The ontogenic obstacle was obstacle caused by the inability of students to understand that the fraction parts must be the same. Epistemological obstacle was obstacle caused by the inability of students to understand the equivalence of fractions. The didactical obstacle was obstacle caused by the teaching material presented had not introduced the concept of fractions comprehensively, so that students were not able to interpret fractions completely.
